Search results for: Students’ learning
Page 1/2 17 items
This article proposes a learning development (LD) perspective to peer learning in higher education. This article focuses on the PAL scheme, which was introduced at Plymouth University in 2011 (PALS@Plymouth) with the specific intention to promote a LD perspective. The author conducted a small scale study based on informal, semi-structured interviews seeking the views of PALS leaders about how their involvement in the scheme might serve to focus attention not just on individual student needs but on to problems arising from academic practices more broadly. The interviews with the PALS leaders revealed the value of learning from peers. The author suggests that student-led sessions could offer opportunities to assimilate and gain confidence in academic discourse, as advocated by PALS leaders in this study.
Updated: Oct. 01, 2017
This article seeks to understand how teacher preparation makes a difference in classroom instructional quality that leads to student learning. It reviews the research that has been conducted on the fundamental practices of teacher education and how they affect student learning. It shows repeatedly that the link between teacher education programs, effective teachers, and student learning is missing in research on teacher education. The article indicates the complicating factors of making causal connections between teacher education and student learning. It also focuses on research that attempts to link program characteristics to student learning.
Updated: Apr. 13, 2015
A Conceptual Discussion of Lesson Study from a Micro-Political Perspective: Implications for Teacher Development and Pupil Learning
This article focuses on a micro-political discussion related to everyday stakeholder interactions that are endemic to the lesson study process. The authors aim to investigate issues pertaining to power relations that exist between teachers and their students, teachers and their peers, and teachers and external consultants. Their approach is conceptual in nature; simultaneously, we present several detailed examples revealing key issues related to lesson study implementation in Asian countries such as Singapore, Vietnam, and Indonesia. The authors have demonstrated that a post-structural theoretical perspective can illuminate the complex nature of lesson study, in relation to key concepts of power, identity, and discourse that need to be reflected upon by practitioners, school leaders, and consultants alike.
Updated: Dec. 08, 2014
This article describes the development of a portfolio process based upon digital photographs taken to document the first teaching practicum of student teachers. This portfolio process was implemented solely for the purpose of enhancing learning through professional reflection. The authors argue that one of the strengths of portfolios is the potential for the inclusion of authentic evidence. However, viewed from this perspective the original portfolio process did not appear to be achieving the intended high level of authenticity. Furthermore, the portfolio process intended to promote self-reflection and the self-awareness that arose from genuine reflection. However, students’ selection justifications frequently appeared to be based upon the external judgement and feedback comments made by academic staff.
Updated: Nov. 10, 2014
The Gamer Generation Teaches School: The Gaming Practices and Attitudes towards Technology of Pre-Service Teachers
The goal of this study was to identify the gaming practices of freshmen undergraduate teacher education students. The authors also investigated how students who play games compared to non-gamers in their interest in using specific technologies for learning, their beliefs about how technology affects their learning, their orientation towards using new technologies, and their beliefs about the role of technology in their future careers.
Updated: Jun. 23, 2014
The author reviews studies that focus on classroom management. This article shows that classroom management is now more about understanding the class as a social system. The author states that classroom management is just as much about managing learning processes when an activity is taking place as it is about creating peace and quiet so pupils can get down to work.
Updated: Jan. 19, 2014
What Makes Good Teachers Good?: A Cross-Case Analysis of the Connection between Teacher Effectiveness and Student Achievement
This study compared the impact of effective teachers and less effective teachers on their students tests scores in reading and math. The authors used a two-phase study to shed light on the connection between teacher effects and teaching practices. The findings reveal that top-quartile teachers had fewer classroom disruptions, better classroom management skills, and better relationships with their students than did bottom-quartile teachers.
Updated: Apr. 09, 2013
Attention has been directed toward extended school time as a measure to improve academic achievement. past reviewers have argued that any positive relation between allocated time and achievement is tentative and instructional quality needs to be addressed first. After a comprehensive search of the literature, 15 empirical studies of various designs conducted since 1985 were found. The findings suggest that extending school time can be an effective way to support student learning.
Updated: Feb. 28, 2011
Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research
In this study, the authors described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. Based on a rich set of data sources, the authors concluded that Sarah’s action research improved student learning and led to her own professional growth.
Updated: Sep. 05, 2010
The purpose of this study was to determine how contributing to a class wiki affected the learning of preservice teachers enrolled in a language arts methods class. 37 preservice teachers participated in this study. Students' reflections indicate that contributing to the class wiki led to a deeper processing of the course content.
Updated: Nov. 30, 2009